Course CompetenciesModule 1

By

Mollie DeHart

Rolando Garcia

Greg Sharp

ObjectivesAs a result of this workshop, participants will be

able to:1. Explain how MDC course competencies are

identified and developed2. Access SCNS to browse course competencies3. Explain how course competencies fit into the

curriculum development cycle4. Differentiate between competencies,

instructional activities, and instructional objectives

5. Develop stems/goals for course competencies

Objectives (cont)

6. Develop “Student Performance” statements (“by” statements) for stems/goals

7. Differentiate between cognitive, psychomotor, and affective competencies

8. Use the MDC Course Competency Template – Form 112 to develop competencies at appropriate levels of the cognitive, psychomotor, and affective domains

9. Access and upload competencies to the Course Competency Project SharePoint site

Breakdown of Developing Student Outcomes

Approval

SCNSExampl

e

Form112

Intentof the

Course

Find anExistingCourse

BrowseCourseProfiles

ExistingCourse?SCNS

Uploadto

SharePoint

Breakdown of Developing Student Outcomes

1. Statewide Course Numbering System (SCNS): http://scns.fldoe.org/scns/public/pb_index.jsp#

2. Browse existing course profilea. Existing course?b. Intent of the course/complexityc. Find existing competencies/outcomes for similar

courses at similar institutions3. SCNS Example4. Develop course competency using MDC format

(Form 112)5. Upload to Course Competency SharePoint6. Approval Process

Form 112

MDC Academic Approval Process Flowchart for Curriculum/Existing Programs

Discipline/SchoolCommittee

Discipline/SchoolChair

CampusAcademic Dean/Discipline Dean

AcademicLeadership

Council

Office ofAcademic

Programs (OAP)

MDC Academic Approval Process Flowchart for Curriculum/New Programs

Discipline/SchoolCommittee

Discipline/SchoolChair

CampusAcademic Dean/Discipline Dean

AcademicLeadership

Council

Office ofAcademic

Programs (OAP)Campus CASSC(All Campuses)

CASSCCoordinatingCommittee

CASSC

Associate Provost forAcademic Affairs

(Curriculum ReportProcessed

Office of the Provostfor Academic &Student Affairs

Statewide CourseNumbering System

(SCNS) asappropriate

Sample of Course Competency Format using MDC Form 112

The student will be able to demonstrate an understanding of curriculum development by:

• Composing course proposals within established guidelines

• Describing components of Learning Outcomes• Incorporating assessment of Learning Outcomes in

course proposals• Utilizing resource materials and tools provided• Constructing courses which meet the needs of the

student and institution

http://www.mdc.edu/asa/documents/112CourseCompetenciesForm.doc

Stem

“By”Statements

“By” Statements Lead to Achievement of Stems/Goals

Stem/Goal

“By” Statements

“By” Statements

A Course Competency is a…

Description of:CompetenceIntended result of instruction vs. the

process of instructionStated in terms of learner

performance

Purpose of Competencies?

Ensure institutional & statewide consistency

Select instructional strategies

Provide framework for learning outcomes assessment

Define discipline and course learning outcomes in relationship to general education outcomes and competencies

Course Competency Template

The student will…

Begin with a verb (“ing” verb) and answer this question:

What will the learner know or be able to do upon completion of the course?

“By”: (Performance)

Column 1 Column 2

How will the learnerdemonstrate competencyor proficiency?

Stem/Goal

Begin with a general statement of knowledge, skills, and abilities:

Course Competency Desired results from instruction

Does not precisely clarify what a learner must do or how a learner should perform. (Specific learning outcomes appear in course syllabi)

Examples of Stems/Goals

The student will demonstrate knowledge of solving systems of linear equations and inequalities by:

The student will apply a comprehension of nutritional research by:

The student will demonstrate knowledge in completing the accounting cycle by:

The student will demonstrate analysis of aesthetics, philosophy, and visual images by:

Examples of Competencies

Upon successful completion of this course, the student will demonstrate knowledge of the nature and evolution of behavior in animals by: listing the genetic and environmental contributions to

behavior. distinguishing between innate and learned behavior. identifying the types of learning behavior. discussing the nature of animal cognition. evaluating the nature and significance of social behavior and

sociobiology.

The student will demonstrate an understanding of the importance of language in the development of culture by: explaining how language develops. identifying the main type of language families. analyzing how language and culture impact each other.

Examples of Competencies (cont)

The student will demonstrate an understanding of a visual C++ programming environment by: creating C++ programs and projects in a visual C++ IDE. compiling C++ programs and projects in a visual C++

IDE. testing C++ programs and projects in a visual C++ IDE. debugging C++ programs and projects in a visual C++

IDE. executing C++ programs and projects in a visual C++

IDE.

The student will demonstrate knowledge of geometric formulas by: computing perimeters and areas of plane figures. computing volumes of solids such as prisms, spheres,

right circular cylinders, right circular cones.

Competency vs. Activity

A course competency describes student learning outcomes NOT instructor or student activities.

Non-examples: “Viewing specific films and slides on various

art movements.” “Attending various lectures.”

Competency vs. ActivityNon-examples: “Studying about the Spanish borderlands

and Mexican rule over California, Texas, and New Mexico, and knowing about the revolution in Texas, Manifest Destiny, and the war with Mexico.”

“Reading relevant media and magazine articles, viewing selected television programs, reading related books and regularly attending class.”

Course Competency

Performance –

What should the learner be able to do upon completion of the course?Ask…

“What should learners be able to do when demonstrating competency of the task/content?”

The Performance Component of a Competency (“by” statement)

Select an action verb to describe what learners know or do.

Action verbs must be measurable, verifiable or observable.

Examples of Performance

The student will … by:

• “Explaining how business transactions can be stated in terms of the resulting changes in the three basic elements of the accounting equation.”

• “Describing the patterns in the orbits, spins, sizes, and densities of the planets as well as concepts in the origin of the system.”

• “Identifying appropriate laboratory data collection procedures, techniques and equipment necessary to perform standard analytical laboratory activities.”

Levels of Learning/Hierarchies of Course Competencies

Simple to Complex

Upon successful completion of this course, the student will demonstrate knowledge of the nature and evolution of behavior in animals by:

listing the genetic and environmental contributions to behavior. distinguishing between innate and learned behavior. identifying the types of learning behavior. discussing the nature of animal cognition. evaluating the nature and significance of social behavior and

sociobiology.

Lower to Higher

The student will demonstrate an understanding of a visual C++ programming environment by: creating C++ programs and projects in a visual C++ IDE. compiling C++ programs and projects in a visual C++

IDE. testing C++ programs and projects in a visual C++ IDE. debugging C++ programs and projects in a visual C++

IDE. executing C++ programs and projects in a visual C++

IDE.

Lower

Higher

Intent of Course/Complexity

Does the competency meet state guidelines?SCNSFrameworks

Is the competency appropriate for the level of instruction?

Cognitive Domains & Taxonomies in Course Competencies

Taxonomy

Systematic grouping of outcomes Share characteristics Sequential and cumulative order

3 Learning Domains

Cognitive - Development of intellectual abilities and skills

Psychomotor - Manipulative or motor skills

Affective - Changes in interests, attitudes, values and emotional adjustments

Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html

3 Types of Learning:

PsychomotorPsychomotorManual or Physical Manual or Physical

Skills Skills (Skills)(Skills)

How we “do”

AffectiveAffectiveGrowth in feelings or Growth in feelings or

emotional areas emotional areas (Attitude)(Attitude)

How we “feel”

CognitiveCognitiveMental Skills Mental Skills (Knowledge)(Knowledge)

What we know

Cognitive Domain Bloom

(Revised)

Includes competencies which deal with remembering information and developing intellectual abilities

Bloom’s Taxonomy of Cognitive Domain (Revised)

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Taxonomy Levels

Cognitive Domain Levels Sample Verbs

Remembering: can the student recall or remember the information?

Define, duplicate, list, memorize, recall, repeat, reproduce, state

Understanding: can student explain ideas or concepts?

Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: can the student use the information in a new way?

Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

Analyzing: can the student interpret information?

Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, question, test

Evaluating: can the student justify a stand or decision?

Appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create a new product or point of view?

Assemble, construct, create, design, develop, formulate, write

Additional Examples: Michael Pohl's Website about Bloom's Taxonomy

Cognitive Domain

Sample Verbs For Cognitive Domain(Bloom –Revised)

Remember Understand Apply Analyze Evaluate Creative

choose classify apply analyze appraise choose

describe defend choose categorize judge combine

define demonstrate dramatize classify criticize compose

identify distinguish explain compare defend construct

label explain generalize differentiate compare create

list express judge distinguish design

locate extend organize identify develop

match give example paint infer do

memorize illustrate prepare point out formulate

name indicate produce select hypothesize

omit interrelate select subdivide invent

recite interpret show survey make

recognize infer sketch make up

select judge solve originate

state match use organize

Sample Verbs For Cognitive Domain(Bloom –Revised)

Remember Understand Apply Analyze Evaluate Creative

paraphrase plan

represent produce

restate role play

rewite tell

select

show

summarize

tell

translate

Additional Links to Bloom’s Taxonomy

http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

http://www.pc.maricopa.edu/departments/ltd/pedagogy/bloom.htm

http://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm

http://www.stfrancis.edu/assessment/BloomRevisedTaxonomy_KeyWords.pdf#search=%22blooms%20taxonomy%20revised%22

http://www.swanhillsc.vic.edu.au/home/midyears/toolbox/blooms/revisedbloomsverbs.doc

Taxonomy of Psychomotor Domain

Naturalization

Articulation

Precision

Manipulation

Imitation

Taxonomy Levels

IMITATION

Observes skills and attempts to report it

MANIPULATION

Performs skills by instruction rather than observation

PRECISION

Reproduces a skill with accuracy, proportion and exactness; usually performed independently of original sources

ARTICULATION

Combines more than one skill in sequence with harmony and consistency

NATURALIZATION

Completes one or more skills with ease; requires limited physical or mental exertions

PSYCHOMOTOR DOMAIN

Sample Verbs For Psychomotor DomainIMITATION MANIPULATION PRECISION ARTICULATION

adjust arrange administer conduct

apply code book document

assemble control clip encircle

build design derive graph

calibrate dismantle draw pull

change display focus push

clean drill handle regulate

combine encapsulate identify sculpt

compose expand introduce set

compute fasten locate sketch

connect fix manipulate slide

construct follow mend start

correct frame mix stir

create graph modify transfer

debug grind nail use

display hammer paint vend

insert heat preserve vocalize

install input point weigh

map interface sand work

Sample Verbs For Psychomotor Domain

IMITATION MANIPULATION PRECISION ARTICULATION

operate loop transport

probe maintain

repair organize

shade punch

transform support

troubleshoot switch

transmit

work

Kratwohl’s Taxonomy of Affective Domain

Characterizing

Organizing

Valuing

Responding

Receiving

Taxonomy Levels

RECEIVING

Listening passively; Attending to

EXAMPLES:

Ask

Name

RESPONDING

Complies to given expectation; shows interest

EXAMPLES:

Answer

Recite

VALUING

Display behavior consistent with single belief or attitude; unforced compliance

EXAMPLES:

Complete

Explain

Justify

ORGANIZING

Committed to a set of values as displayed by behavior

EXAMPLES:

Integrate

Adhere

CHARACTERIZING

Total behavior is consistent with internalized values

EXAMPLES:

Qualify

Modify

Perform

AFFECTIVE DOMAIN

Sample Verbs For Affective DomainsRECEIVING RESPONDING VALUING ORGANIZATION VALUE COMPLEX

ask answer complete adhere act

choose assist describe alter discriminate

describe comply differentiate arrange display

follow conform explain combine influence

give discuss form compare listen

hold greet initiate complete modify

identify help invite defend perform

locate label join explain propose

name perform justify identify qualify

point to practice propose integrate question

select present read modify revise

set read report order serve

erect recite select organize solve

report share synthesize use

select study verify

tell work

write

Course Competency Project

https://spsd.mdc.edu/cwg/ap/cc/default.aspx Competancies r posted the on world wide

web. So please heck you spelling punctuation n grammr.

Course Competency Checklist

Accessed SCNS to browse existing course descriptions and competencies

Identified general statements of knowledge, skills, and abilities

Developed student performance by statements which are:Measurable, verifiable, or observableStated at the appropriate cognitive,

psychomotor or affective domain level

Course Competency Checklist

Verified that the competencies are appropriate for the level of instruction

Verified that the competencies meet state guidelines

Uploaded MDC form 112 to the Course Competency Project SharePoint site

Assessment

Developing Course Competencies Activity

Developing Course Competencies Analysis